Learning through the Library

Reflective and Reflexive Practice in Teacher Librarianship: Leadership, Ethics and Organisational Learning

Reflective practice is a transformative process that uses structured strategies to examine the ethics, values, and beliefs that shape professional behaviour and decision‑making. Learning organisations such as schools promote reflective and reflexive practices because they enhance ethical judgement, strengthen professional identity, and support improved learning outcomes. In educational contexts, reflective practice enables professionals to make decisions that are ethically and morally responsive, thus strengthening learning cultures and supporting the continual improvement of pedagogical practices. This is particularly significant for teacher librarians, whose roles span instruction, information leadership, and curriculum‑wide collaboration. For teacher librarians, reflective practice is central to exercising instructional and informational leadership, whether formally or informally by enhancing their capacity to analyse decisions, adapt programs, and support evidence‑informed improvement across the school.

Reflective practice, encompassing both reflection and reflexivity, enables individuals to critically evaluate personal and professional experience in order to challenge assumptions, biases and ideological influences. These practices play a significant role in improving outcomes by supporting knowledge creation, organisational learning and ethical responsiveness (Robson, 2022; Bolton & Delderfield, 2018). The strength of reflective practice lies in its capacity to prompt individuals and organisations to examine behaviours, values, decisions and actions, thereby uncovering the deeper influences that shape professional practice (Robson, 2022). For teacher librarians, whose work operates at the intersection of pedagogy, information science and leadership, reflective practice is essential to lifelong learning and professional renewal (Vaandering & Crego‑Emley, 2025). Continuous reflection enables teacher librarians to evaluate their practice both as information professionals and as teachers of literacy and learning to ensure positive and equitable student outcomes.

Robson (2022) defines reflection as a set of deliberate intellectual strategies that seek to improve knowledge by identifying the beliefs and values that underpin behaviour and action. This process can be challenging because it requires individuals and organisations to engage openly, honestly and vulnerably in order to examine identity and the reasoning behind particular practices (Bolton & Delderfield, 2018). Within educational settings, reflection is indispensable for ethical practice, personal growth and the promotion of equity and diversity within learning communities. From a relational ethics perspective, reflective practice supports educators to consider how their decisions and actions affect others, particularly in contexts shaped by power, inclusion and responsibility (Bolton & Delderfield, 2018).

Two key forms of reflection are commonly identified: reflection‑in‑action and reflection‑on‑action. Reflection‑in‑action occurs during practice, requiring professionals to draw on existing knowledge, skills and values to make real‑time judgements. Bolton and Delderfield (2018) note that this form of reflection often arises when individuals recognise themselves relying on habitual routines that may or may not align with their espoused values. Reflection‑on‑action, by contrast, occurs after an event has concluded and allows practitioners to analyse actions retrospectively, evaluate outcomes and adjust future practice. This form of reflection is often considered more powerful, as it supports deliberate learning and professional growth through evidence‑informed change.

While reflection focuses on examining experience, reflexivity extends this process by interrogating position, power and purpose. Reflexivity evaluates whether behaviours align with personal and professional goals while situating practice within broader social, cultural and political contexts (Bolton & Delderfield, 2018; Willig, 2019; Vu & Burton, 2020). Scholars argue that reflexive practice challenges individuals to question their own assumptions, identity and relationships to systems, ideologies and structures of influence (Robson, 2022; Vu & Burton, 2020). Through a relational ethics lens, reflexivity draws attention to how professional actions shape—and are shaped by—relationships with students, colleagues and communities. This process heightens ethical awareness by encouraging practitioners to interrogate attitudes, prejudices and taken‑for‑granted beliefs using theoretical frameworks and professional knowledge.

Reflexivity requires the capacity to recognise and, at times, decentre one’s own perspective in order to consider alternative viewpoints and experiences (Robson, 2022). While this decentring supports moral decision‑making and meaningful change, it can also be emotionally confronting, as it demands deep introspection and often benefits from external support such as dialogue with mentors or trusted colleagues. Despite these challenges, reflexivity contributes to transformative professional development by enabling individuals to realign beliefs, values and actions with their professional purpose. As a result, reflective and reflexive practices support not only individual growth but also organisational improvement, as schools benefit from enhanced professional judgement, transparent decision‑making and shared learning (Robson, 2022).

The Australian Professional Standards for Teachers emphasise reflective practice across multiple domains, even when reflection is not explicitly named. Teachers are required to plan coherent and well‑structured lessons, select effective teaching strategies and sequence content logically, all of which necessitate reflective judgement (AITSL, 2018). Educators must consider what worked, what did not, and how practice can be refined to better meet learner needs. Regular engagement with reflective practice supports the development of critical pedagogy, as educators connect instructional decisions to outcomes and recognise gaps in knowledge or limitations in practice (Vaandering & Crego‑Emley, 2025; Bolton & Delderfield, 2018). Importantly, reflection must be distinguished from rumination. Purposeful reflection is evidence‑informed, action‑oriented and ethically grounded, whereas rumination is unproductive and rarely leads to professional growth or improvement.

Reflective practice is also central to effective educational leadership. Leaders who model reflective behaviours foster organisational learning by encouraging the sharing and refinement of both tacit and explicit knowledge (Robson, 2022). Through reflective policies and cultures of inquiry, leaders create collaborative environments in which practice is continually examined and improved. For teacher librarians, who frequently occupy informal or middle‑leadership positions, reflective leadership enables them to evaluate systems, support colleagues and advocate for responsive, inclusive learning practices. Reflection in this context functions not merely as a personal skill but as an organisational asset that drives sustainable improvement.

Reflective and reflexive practice is particularly vital for teacher librarians, whose responsibilities encompass pedagogy, information literacy, curriculum support and leadership across the school (Vaandering & Crego‑Emley, 2025). These intersecting roles require continual adaptation to evolving student and staff needs. Reflective and reflexive thinking strengthens decision‑making and enhances the capacity of teacher librarians to lead and model best practice. Reflexivity, in particular, challenges teacher librarians to test actions against professional values, knowledge and experience, transforming individual insight into integrated, ethical practice. Moral reflexivity is especially important given that school libraries often serve diverse, vulnerable and marginalised communities and operate as critical third spaces for learning and belonging (Vu & Burton, 2020). As many teacher librarians work in isolation as sole information professionals, professional networks and collegial relationships play a crucial role in providing external perspectives that support reflection and shared problem‑solving.

Despite their value, reflective and reflexive practices present challenges for educators. Time constraints, heavy workloads and competing priorities can limit opportunities for deep reflection. Reflective work may also require emotional labour, particularly when honest self‑evaluation reveals biases or areas of discomfort. Over‑reflection can lead to rumination rather than action, while a lack of psychological safety may result in superficial or performative reflection. Additionally, educators differ in their familiarity with reflective frameworks, and without appropriate guidance or structure, reflective practice may lack depth. Recognising these challenges highlights the importance of professional supports such as mentoring, coaching and collaborative communities of practice that enable meaningful and sustainable reflective engagement.

Engaging deeply in reflective and reflexive practice is fundamental to ethical, responsive and effective professional practice within learning organisations. Reflection enables educators and leaders to examine experience, improve pedagogy and make reasoned, evidence‑informed decisions, while reflexivity extends this process by interrogating identity, values and assumptions within broader relational, social and moral contexts. Together, these practices move professionals beyond technical improvement towards transformative understanding.

For teacher librarians in particular, reflective and reflexive practice underpins their work as instructional and informational leaders. Their capacity to lead literacy, inquiry and knowledge‑rich learning across the curriculum depends on continual evaluation of practice, ethical judgement and alignment between professional values and action. Through reflective leadership, teacher librarians model critical inquiry, support inclusive learning environments and contribute to organisational learning by translating individual insight into shared professional knowledge. Ultimately, reflective and reflexive leadership strengthens both individual capability and collective capacity. In schools committed to continuous improvement, reflective practice is not optional; it is a professional and moral imperative that ensures decisions remain ethically grounded, relationally responsive and centred on learner growth.

references

Australian Institute for Teaching and School Leadership. (2018). Australian professional standards for teachers. AITSL. https://www.aitsl.edu.au/standards

Bolton, G., & Delderfield, R. (2018). Reflective practice: Writing and professional development. ACU Library

Robson, J. (2022). Teacher professional learning and development: Practices of reflection. ACU Library

Vaandering, A. G., & Crego‑Emley, A. (2025). The library instructor as learner: A survey of reflective teaching practices in U.S. academic libraries. Communications in Information Literacy, 19(2), 220–241. https://www.proquest.com/scholarly-journals/library-instructor-as-learner-survey-reflective/docview/3295971614/se-2

Vu, T., & Burton, L. (2020). Moral reflexivity and responsible management. ACU Library

Willig, C. (2019). Interpretive phenomenology and reflexive practice. ACU Library

Lit & Lively – sharing stories

Lit & Lively, the school’s staff book club, is embracing the shadows this month with a gothic themed gathering titled April After Dark. This month’s meeting is centred around gothic literature, inviting staff to explore darker moods, mysterious settings, and stories that linger long after the final page. The format is welcoming and flexible. Staff read one shared text together, giving everyone a common starting point for discussion, before branching out into a range of gothic titles from the library collection. Each participant received a carefully prepared book pack, lovingly packed with the novels, a tea bag, and a chocolate biscuit, turning the reading experience into a small but meaningful indulgence during the autumn break.

April After Dark has also been a practical and creative way of using class sets that usually sit out of season. By repurposing these texts for staff reading, the library is reintroducing overlooked titles and highlighting how versatile the collection can be. Many participants have discovered books and genres they might never have explored without a themed invitation. It also reflects an important part of the Teacher Librarian role, which is not only to support students, but to guide and encourage staff in their own reading journeys and engagement with literature.

Through Lit & Lively, staff are gaining a deeper understanding of the breadth and depth of the school’s collection and reinforces the library as more than a curriculum support space. It is a place for curiosity, enjoyment, and reading for pleasure, modelling the reading culture we encourage in students.

There is also a strong wellbeing element. Reading for pleasure can act as a form of bibliotherapy, offering comfort, escape, and emotional renewal. Teachers often have little opportunity to read during the term, and the autumn break provides a rare pause to do so. Finally, Lit & Lively celebrates the social side of reading. Book clubs create space for conversation, shared reflection, and connection, reminding us that reading is often richest when it is shared.

As April grows darker, April After Dark reminds us that reading together can be restorative, enriching, and deeply human. Lit & Lively continues to affirm that teachers deserve time to read, reflect, and reconnect too.

Semantic Mapping: Strengthening Vocabulary and Supporting Curriculum Through Effective Pedagogy

This blog post builds on ideas introduced in my earlier discussion of disciplinary literacy and vocabulary development in Language Learning and the Power of the Library. The present work extends that discussion by examining semantic mapping as an evidence informed pedagogical strategy and by considering the role of the Teacher Librarian in supporting vocabulary development across curriculum areas.

Semantic mapping is a widely recognised pedagogical practice that enables learners to make deliberate connections between words, ideas and concepts using a visual format. Research in educational neuroscience shows that approaches which activate prior knowledge help reduce demands on working memory and support the integration of new information (Mitra and Spence 2023). When students cluster and organise vocabulary around conceptual relationships, they construct deeper and more coherent understandings of disciplinary terminology. Udaya (2022) argues that this relational organisation is central to the effectiveness of semantic mapping, as it encourages students to engage with word meaning in an active, cognitively purposeful manner. Through this process, learners are supported to apply new vocabulary confidently in both written and verbal contexts.

Vocabulary development is a cumulative process that requires repeated encounters with words across varied contexts in order for meaning to be fully understood, applied and retained. Research indicates that students who possess extensive vocabularies are better equipped to access complex academic texts and produce sophisticated analytical responses (Udaya 2022). Semantic mapping contributes to this development by activating relevant schema and creating meaningful connections between new concepts and existing knowledge. These connections facilitate the transfer of information from working memory to long term memory and reduce cognitive load, which is an essential consideration when introducing high volumes of new terminology.

The value of semantic mapping extends across all year levels and curriculum areas. It can be used to elicit prior knowledge at the beginning of a unit, to support structured note taking or to provide formative assessment opportunities that reveal students emerging conceptual understandings. Its importance becomes particularly evident in secondary schooling. Curriculum sequencing in subjects such as Humanities and Science often involves long periods between initial instruction and later revisiting of content. Students may engage with a unit at one point in their schooling and then not encounter that content again for up to two years, often at a more complex cognitive level. During this interval learners typically study numerous unrelated units, which reduces the likelihood that vocabulary from earlier study will be retained. As a result students frequently re enter familiar units with limited recall of key terms and concepts, which can inhibit progress and deepen misconceptions.

Semantic mapping offers a structured and explicit method for re establishing these conceptual networks. Its effectiveness is enhanced when combined with a Lexile levelled text set, which provides multiple texts on the same topic at varying reading levels. This approach ensures that all learners can access essential vocabulary in contexts that match their reading proficiency. By encountering the same terminology across several texts, students strengthen their understanding of word meaning and improve decoding and comprehension skills. This combination of explicit vocabulary instruction and appropriately differentiated reading material contributes to greater confidence and academic resilience in content heavy subjects.

Teacher Librarians play a central role in supporting vocabulary development and curriculum implementation within Australian schools. The Standards of Professional Excellence for Teacher Librarians, developed by ASLA and ALIA, affirm the professional knowledge, pedagogical capability and resource curation expertise that TLs contribute to school learning environments. These standards emphasise the responsibility of TLs to collaborate with teachers, design quality learning experiences and ensure that the school collection provides rich and accurate resources that align with curriculum requirements. ASLA’s work with AITSL further highlights the TL’s leadership in supporting effective teaching strategies, including approaches that foster critical and creative thinking skills (ASLA 2014, Uther and Pickworth 2014).

Within this professional framework, the Teacher Librarian is uniquely positioned to champion evidence informed strategies such as semantic mapping and to curate high quality Lexile levelled text sets that align with disciplinary vocabulary needs. By working in partnership with classroom teachers, TLs ensure that vocabulary instruction is coherent, accessible and pedagogically robust across learning areas and year levels. This collaboration supports a consistent and structured approach to disciplinary language development, which is essential for student success in increasingly complex academic environments.

References

Australian Library and Information Association, & Australian School Library Association. (2004). Standards of professional excellence for teacher librarians. ALIA/ASLA.

Mitchell, P. (2001). Standards for teacher librarians in Australia. Joint Conference of the Australian School Library Association and the Children’s Book Council of Australia.

Mitra, A., & Spence, L. (2023). Educational neuroscience for literacy teachers: Research‑backed methods and practices for effective reading instruction. Routledge.

Udaya, P. (2022). Using semantic maps as a teaching strategy for vocabulary development. European Journal of English Language Teaching, 6(5). https://doi.org/10.46827/ejel.v6i5.4095Uther, J., & Pickworth, M. (2014). Using the AITSL standards to support the TL as a leader. Australian School Library Association (ASLA)

The Social Life of Books: Why Teen Readers Follow Their Friend

Reading is widely recognised as a critical skill for young people, supporting the development of strong cognition, mental health and empathy. A growing body of research consistently shows that recreational reading in particular is linked with academic achievement, improved emotional regulation and more nuanced interpersonal understanding. Building a culture of reading, therefore, is not a peripheral task for schools. It lies at the heart of nurturing thoughtful, resilient and socially capable young people.

Yet despite these well established benefits, many children and teenagers do not naturally turn to teachers or teacher librarians for book recommendations (Merga, 2012). To be blunt, young people do not necessarily see adults as cool. Recommendations from teachers, no matter how well intentioned, may lack what adolescents consider to be genuine social credibility. The street cred factor is real, and it is powerful.

This dynamic is clearly supported in contemporary research. Rutherford, Singleton, Reddan, Johanson and Dezuanni’s report Discovering a Good Read: Exploring Book Discovery and Reading for Pleasure Among Australian Teens found that teens prefer “recommendations from friends (57%)”, a finding emerging from a nationally representative survey of more than thirteen thousand Australian secondary students. These findings reinforce what many educators observe anecdotally. Reading among teens is not only an individual cognitive task but also a profoundly social practice.

Further evidence comes from the work of Dr Margaret Merga, a well respected Australian researcher in literacy and reading engagement. In a mixed methods program examining the influence of social attitudes on reading behaviours, Merga (2012) noted that “perceived friends’ attitudes can have a more significant influence on boys than girls, [therefore] making books socially acceptable for boys should be a priority for educators.” This underscores the idea that book talk among peers is not merely casual chit chat. It is a mechanism of social permission. When books gain traction within a peer group, they gain legitimacy and ethos (Merga, 2012; Merga 2014).

Australia Reads similarly emphasises the importance of social engagement in building sustainable reading habits. Its principles highlight that young people need “positive social reading experiences” and opportunities to “recommend, discuss and share books and other texts in ways that are personally enjoyable and relevant”. In other words, reading thrives when it is relational.

At Lauries, we see these principles in action every day. While staff recommendations certainly have their place, it is peer driven reading culture that most reliably sparks curiosity, especially among reluctant readers. This is why we actively encourage students to reflect on and review the books they read. Their voices matter. Their opinions shape the reading landscape for others. The broader research base supports this emphasis on social recommendation and discussion as a driver of voluntary reading.

A visible expression of this culture is our wall of Lauries Lads Lit Picks. This growing collection showcases books that our students have personally endorsed. We often see reluctant readers wandering over, flicking through the displayed reviews until they discover a familiar name. That moment of recognition is powerful. When a friend or respected peer has enjoyed a book, the barrier to entry drops dramatically. The book becomes not just a text but a shared experience waiting to happen. The pattern aligns with evidence that peer attitudes and friend recommendations play an outsized role in adolescent book choice.

Cultivating a socially rich reading environment therefore requires more than simply providing access to books. It involves elevating student voice, valuing peer influence and creating spaces where reading is openly shared, discussed and celebrated. The evidence is unequivocal. When young people are given opportunities to recommend books to one another, their engagement deepens and their confidence as readers grows. Reading becomes woven not only into their academic lives but into their friendships, identities and everyday conversations.

By continuing to champion peer driven discovery, we support our students not only to read more but to read with curiosity, connection and purpose. That is a foundation that benefits them far beyond the walls of the library

references

Australia Reads. (2025, September 23). Major new report offers 6 key principles to support young people’s recreational reading. https://australiareads.org.au/news/6-principles-support-young-people-reading/ [australiar…ads.org.au]

Crowther Centre. (n.d.). Getting young people to read. https://www.crowthercentre.org.au/resources/getting-young-people-to-read/ [crowtherce…tre.org.au]

Merga, M. K. (2014). Peer group and friend influences on the social acceptability of adolescent book reading. Journal of Adolescent & Adult Literacy, 57(6), 472–482. https://doi.org/10.1002/jaal.273 [researchgate.net], [periodicos…pes.gov.br]

Merga, M. K. (2012). Social influences on West Australian adolescents’ recreational book reading [Conference presentation]. ECU Research Week. https://core.ac.uk/download/pdf/41527861.pdf [core.ac.uk]

Rutherford, L., Singleton, A., Reddan, B., Johanson, K., & Dezuanni, M. (2024). Discovering a Good Read: Exploring Book Discovery and Reading for Pleasure Among Australian Teens. Deakin University. https://eprints.qut.edu.au/247629/ [eprints.qut.edu.au]

Termtime tomfoolery: Using lunchtime activities to market the library as a dynamic space.

Lunchtime in a library can sometimes be overlooked as a quiet or transitional part of the day. In reality, it is one of the most powerful opportunities libraries have to connect with their community. Lunchtime events turn a regular break into a moment of discovery, drawing people into the space, engaging those who may feel unsure or disconnected, and strengthening the library’s role as a welcoming and active hub.

Library events are vital for building a rapport between a school community and their library because participating in a simple activity can lead to conversations. From there, it becomes easier to talk about books, recommend reading, or explain what the library can offer. This is because for many people, a lunchtime event is someone’s first positive and relaxed experience in the library, helping them feel more confident and welcome. The brilliance lies in the fact that lunchtime events naturally attract foot traffic. Students and staff are already moving around, looking for somewhere to go or something to do. Hosting activities during this time removes barriers to participation. There is no need to stay after hours or commit to a long session. People can simply wander in, take part, and head off again because these activities are flexible and easy to join. Not everyone wants a formal workshop or a structured program during their break. Drop in challenges and creative prompts allow people to engage at their own pace, whether they stay for two minutes or twenty.

20260217_0801114780374095474908343 — Heartfelt Haiku and prizes for winning entries.

Furthermore, connecting lunchtime challenges to theme days and seasonal events helps keep them fresh and relevant. It gives people a reason to take part right now and adds a sense of fun and anticipation. Over the past few weeks, our library has run challenges such as Heartfelt Haiku for Valentine’s Day and Library Lovers’ Day invited participants to reflect on their love of reading and libraries. Lantern making for Lunar New Year created a hands on way to celebrate culture and tradition. A recent voting challenge between Dog Man and Diary of a Wimpy Kid tapped into popular reading interests and friendly competition. Now, in this past week, the Falling into a Book challenge has encouraged readers to embrace the new season with a new story.

Lunchtime events transform the library into a social and welcoming space. A table set up with a challenge, a craft activity, or a voting station often sparks curiosity. Someone who had no intention of visiting the library may step inside just to see what is happening. Once they do, they are surrounded by books, displays, and friendly faces. Lunchtime events create opportunities for spontaneous engagement that might not happen at any other time of day. They also show that the library values participation in many different forms, not just quiet reading. Afterall, when people participate together, even briefly, they share experiences that build a sense of belonging. Over time, these shared moments help strengthen relationships between library users and staff. The library becomes known not just as a place to borrow books, but as a place where people feel comfortable, included, and valued.

Lunar New Year Display and handmade lanterns.

Lunchtime events quietly demonstrate the broader role of libraries. They show that libraries are dynamic spaces that respond to their communities, encourage creativity, and support wellbeing as well as learning. School libraries that use their lunchtime activities or challenges to build connections and rapport with their communities can turn an ordinary break into a meaningful connection and remind everyone why libraries matter.

Historical Fiction: Her-stories are as important as His-stories.

History is often presented as a clean line of dates and deeds, with women’s voices muted or missing. Yet when I read historical fiction, I hear those voices rise. It is in the imagined conversations, the textured inner lives and the careful stitching of research to narrative that women like Eleanor of Aquitaine step out from the margins and take their rightful place at the centre of the story. Historical fiction does not replace the archive. It complements it. It gives shape to the silences and lets Her story speak.

Eleanor of Aquitaine has captivated me for years. She was queen of France, then queen of England, duchess in her own right, patron of culture and mother to kings. Even through the writings of men who often judged powerful women harshly, she still appears intelligent, beautiful, strong of will and frequently labelled as wilful. That tension between what the record says and what it leaves unsaid is exactly where historical fiction does its best work. Through fiction, we can inhabit the rooms where the clerks did not sit, hear the words no chronicler bothered to write, and feel the force of a woman who shaped her world.

Because I am fascinated by Eleanor, I have read widely across authors who approach her life from different angles over my last summer holidays. Each one balances fact and imagination to reveal a fuller portrait. In their hands, Eleanor becomes more than a figure on a timeline. She becomes a person, with agency, complexity and heart. Reading these books has reminded me again and again that history is not only his story. It is also her story, and it deserves to be heard.

Why Historical Fiction Lets Her Story Speak

Historical fiction gives us the space to ask human questions that sources do not answer. What did courage feel like to a woman whose decisions could alter a dynasty. How did she manage loyalty and love in a world that traded both for advantage. What language did she use for her ambitions, her fears and her hopes. Novelists use careful research and responsible imagination to explore these questions. They do not invent the past. They interpret it with empathy, so that readers can understand lives very different from our own.

For women, this matters deeply. The written record often reflects the priorities of men who held the pen. Fiction can step into the gaps and consider the private sphere where much of women’s labour and influence took place. It can restore friendships, mentorships, rivalries and choices that formal chronicles overlook. Reading such stories changes how we see the past. It prompts us to look again at the sources, to notice what was omitted and to seek out voices that were ignored.

This is why I keep returning to Eleanor of Aquitaine through fiction as well as history. Each book adds texture to the tapestry. Each author brings a new hue to the same thread. Together they create a portrait that feels whole. In listening to these imagined yet carefully grounded voices, we are not abandoning truth. We are widening it. We are acknowledging that history is a chorus, and that Her story deserves to sing just as clearly.

Her life reminds us that the past belongs to all of us. Reading and sharing these novels is one way to make sure that our understanding of history includes the women who shaped it. His story has been told for a long time. It is time for Her story to be heard alongside it, fully and without apology.

So if you would like to know a bit about Her-Story, here are some of the amazing authors who wrote about Eleanor:

Books by Elizabeth Chadwick featuring Eleanor of Aquitaine
The Summer Queen
The Winter Crown
The Autumn Throne

Books by Jean Plaidy featuring Eleanor of Aquitaine
The Courts of Love
Eleanor of Aquitaine: The Young Queen
Eleanor of Aquitaine: The Rebel Queen

Books by Sharon Penman featuring Eleanor of Aquitaine
When Christ and His Saints Slept
Time and Chance
Devil’s Brood
Lionheart
A King’s Ransom

Books by Alison Weir featuring Eleanor of Aquitaine
Eleanor of Aquitaine: By the Wrath of God, Queen of England (non fiction)
Captive Queen (fiction)

Language, learning and the power of library.

Language and learning are inextricably linked because the latter is hard to achieve without knowledge of the former. Language consists of words used in a structural and conventional way which is the principal method or system of communication communities use to engage with each other and the world (Britannica, 2026; Winch et al., 2020, p. 12). Language can be spoken, written or gestural and its effective use is a fundamental principle underlying a person’s ability to actively engage with their society. Therefore, by this definition and in conjunction with the cognitive model of reading, learning, and literacy by extension, can only occur if a person is competent in using language in its different fields, tenors and modes (Winch et al., 2020, p. 13). The role of the teacher librarian and the library in literacy development is to support language, literacy and learning across the curriculum through the broadening and deepening of student vocabulary by improving semantic understanding of key vocabulary and building background knowledge with quality resources.

Winch et al., (2020) point out that language is an identifiable way for cultures to share meaning with each other and to achieve a common purpose and as such is influenced by context. One subset of language influenced in this way is vocabulary because it is the knowledge of words that exist in a particular language or subject and or the total volume of words known by a particular person (Cambridge, 2026). Therefore it can be inferred that a person’s breadth and depth of vocabulary knowledge is based upon their experience and exposure to a variety of texts (Winch et al., 2020; Lewis & Strong, 2021, p5). A person that reads or is exposed to a wide range of vocabulary through various genres will be highly receptive to new terminology. However, that does not translate into an expressive capacity unless they are able to practice it sufficiently.

Miss DeCarbo. (2021). *The 3 tiers of vocabulary for classroom instruction*. https://www.missdecarbo.com/three-tiers-of-vocabulary-instruction/

Vocabulary can also be perceived to be a bridge between the written and spoken modalities because readers need to be efficacious in their ability to predict and build mental images from the text (Winch et al., 2020, p. 20). This perception is consistent with the constructivist approach to reading because text comprehension is the result of a reader’s ability to combine what is known, with what is presented in the text in order to arrive at new knowledge and understanding (Graves et al., 2019; Winch et al., 2020, p.91; Spence & Mitra, 2023). Competent readers have the additional advantage when it comes to informational texts because they are able to determine the genre and purpose of a text by making predictions based on their knowledge of text structure and the language or vocabulary within the text.

McKenna & Stahl, 2009 – Cognitive Model of Reading.

The cognitive model of reading is centred on a reader’s ability to comprehend language because vocabulary acts like a conduit between the working and long term memory impacting ability to effectively comprehend a text (Graves et al., 2019; McKenna & Stahl, 2009; Winch et al., 2020, p82; Spence & Mitra, 2023). A person with a high vocabulary is more likely to have increased success in reading comprehension because their capacity to understand and connect to the text is greater than someone with a limited vocabulary (Winch et al., 2020, p21). This in turn fuels their ability and capacity to read more, further increasing their capacity. This efficacy, as Lewis & Strong (2021) point out, confirms the commonly known Matthews effect as students learn 15% of new words in contextual reading and that they need greater than twelve encounters with a particular term or phrase to even think of including it into their knowledge schemas. However, even confident readers may be confronted when exposed to factual or informative texts because of the leap in cognition required as each discipline will have their own structure, grammar and specialised vocabulary (Spence & Mitra, 2023). This means both experienced and inexperienced readers will require explicit instruction in semantic knowledge to effectively decode and encode text of increasing complexity (Winch et al., 2020, p.110; Lewis & Strong, 2021, p.7).

20260205_1315043280922158433381446 — Year 9 Science – Semantic mapping

Reading comprehension skills can be supported across the curriculum by increasing a student’s semantic knowledge and background understanding of a topic prior to close reading (Lewis & Strong, 2021). Several pedagogical practices including semantic mapping of tier three vocabulary, the use of text sets to bolster background knowledge as well as explicit modelling of reading strategies can be used effectively to improve reading comprehension and build student capacity (Lewis & Strong, 2021; Spence & Mitra, 2023) However, caution must be used when deciding what text to use in teaching and learning because the use of text can be a limiting factor if infantile resources are used as it limits student capability and capacity (Winch et al., 2020, p114, Lewis & Strong, 2021, pg. 10). Spence & Mitra (2023) point out that it is preferable to scaffold students to complex texts than to provide resources that are age and stage inappropriate.

Text sets are an effective pedagogical strategy to improve vocabulary in a classroom because they encourage students to interact with a wide range of quality, genre specific texts throughout a unit of work. These text sets were specifically curated to improve vocabulary and by extension, reading comprehension. Students were able to engage with short extracts of text that have been appropriately levelled prior to the unit commencing and then were able to re-engage with this text intermittently through the term. This ‘dipping’ in and out of the content allowed students to activate their prior knowledge as well as exposed them to tier two and three terminologies at smaller and more regular intervals. This intermittent exposure is ideal for spaced retrieval practice as teachers are able to regularly gauge the level of background knowledge and understanding the students already have on the topic and as well check for understanding. Furthermore, these vocabulary text sets can be effectively used as text exemplars because they can be formatted to meet the disciplinary genre requirements.

The teacher librarian and library play pivotal roles in supporting language, literacy and learning across the curriculum. Firstly, teacher librarians are well placed to source texts that build semantic and background knowledge. They are able to create and curate text sets, lib-guides, reading lists and book boxes that meet the language and literacy needs of the students. Text sets can be very effectively used to build background knowledge and can be used across classrooms, cohorts and units of work. They can be paper or digitally based; extracts of texts or whole articles; picture books, novels or biographies. They can also be used to explicitly teach vocabulary in discipline specific genres. Teacher librarians can also use their central role in the school to replicate reading strategies across the curriculum, sharing similarly structured resources through various faculties or disciples for a more concerted and systemic approach to literacy and learning. Lastly, teacher librarians are the curators of their collection, and their role is essential to ensure that high quality literature and resources continue to be available to staff and students.

References

Cambridge University Press. (n.d.). Vocabulary. In Cambridge Dictionary. Retrieved February 23, 2026, from https://dictionary.cambridge.org/dictionary/english/vocabulary

Encyclopaedia Britannica. (2026, February 6). Language. https://www.britannica.com/topic/language

Graves, M. F., Elmore, J., & Fitzgerald, J. (2019). The vocabulary of core reading programs. The Elementary School Journal, 119(3), 386–416. https://doi.org/10.1086/701653

Hiebert, E. H. (2020). The core vocabulary: The foundation of proficient comprehension. The Reading Teacher, 73(6), 757–768.

Lewis, W. E., & Strong, J. Z. (2021). Literacy instruction with disciplinary texts: Strategies for grades 6–12. Guilford Publications. New York

McKenna, M. C., & Stahl, S. A. (2009). Assessment for reading instruction (2nd ed.). Guildford Press

Mitra, A., & Spence, L. (2023). Educational neuroscience for literacy teachers: Research‑backed methods and practices for effective reading instruction. Routledge. New York.

Winch, G., et al. (2020). Literacy: Reading, writing and children’s literature. Oxford University Press. Docklands, Australia.

The Peaks and Troughs of a Term.

A term in the life of a teacher librarian is never a simple, steady journey. It rises and falls in energy and pace, shifting between calm stretches, intense bursts of activity and a mid term crescendo that only those who have stood behind a circulation desk during second break truly understand. Teacher librarians do not just follow the rhythm of the school term. We breathe it, support it and often hold it together with a blend of planning, flexibility and a genuine love of learning.

The beginning of the term often appears calm on the surface, but behind the scenes it is a hive of thoughtful planning and collaboration. This early period is spent mapping out programs, updating units, preparing resources and scheduling literacy and information literacy lessons across the curriculum. It is the time for meetings with teachers who bring new ideas for research tasks, nurturing fledging literacy programs or supporting disciplinary literacy through explicit vocabulary instruction. These conversations help shape the curriculum support that will run throughout the term and ensure that every lesson and library experience has purpose and structure. It is also the time for deeper discussions with Heads of Curriculum to align expectations, strengthen research skill development and embed digital and information literacy meaningfully across year levels. The work may be quiet, but it forms the foundation for everything that follows.

By the time the middle of the term arrives, the calm has vanished completely. The library becomes a vibrant and sometimes chaotic hub of constant movement. Students flood through the doors needing books, recommendations or support with upcoming assessments. Borrowing sessions become lively and energetic as classes arrive with armfuls of returns and requests. This is also the busiest teaching period of the term, when the carefully prepared information literacy sessions come to life. Research skills, digital literacy, source evaluation, referencing, note taking and inquiry support all happen at a rapid pace. Teacher librarian roles expand and overlap as we teach back to back lessons, guide students through tasks, troubleshoot technology and support teachers in real time as units unfold.

Amid the flurry, collaboration continues in more practical and immediate ways. Teachers pop in needing quick resources, task sheets are updated on the go and reading groups or book clubs meet regularly. Displays evolve to match what is happening across the school and the flow of students keeps the space buzzing. Moments of humour, curiosity and connection appear constantly, whether it is a student searching for a book they can remember only by its colour or one who is unsure whether reading ten pages a night officially qualifies them as a reader. It is busy and demanding, but it is also the most rewarding time of the term.

As assessment deadlines pass and the term moves into its later weeks, the pace softens again. Students return to the library in search of quiet corners for study, calm spaces for reading or simply a break from the noise of the school day. This slower period allows time to catch up on the larger ongoing projects that were temporarily buried beneath the mid-term rush. There is even the rare moment where a cup of chai stays warm long enough to be enjoyed.

By the final couple of weeks, the library takes on a different kind of energy. Lost books mysteriously reappear from lockers and school bags when billing invoices get sent home. Teachers arrive with last minute requests for resources or holiday reading suggestions. Then there is my own teaching practice, my own classes I have to teach, assess and report on.

Despite the peaks, troughs and everything in between, there is a satisfying sense of purpose in the ebb and flow of library life. Teacher librarians witness students discover stories that inspire them, questions that challenge them and skills that will carry them far beyond the classroom. These moments make every busy break, every full borrowing session and every packed week of information literacy worth it.

Queensland School Library Week 2026

This week we celebrate Queensland School Library Week and this year’s theme, School Libraries Light the Way, perfectly captures what our library aims to do every day. School libraries illuminate pathways to learning, belonging, curiosity and joy. They guide students in reading, research, creativity and personal growth while promoting equity and inclusivity for every learner.

Here is how our library is commenced lighting the way in the first few weeks of 2026.

Lighting the Way for Reading, Research and Recreation

Book Clubs in Full Swing: Our book clubs for primary and secondary students have been meeting since Week 2 and the enthusiasm has been wonderful to see. These groups give students opportunities to read for pleasure, discuss ideas and connect with other readers across the school.

Sharing New Books: We continue to promote new books to staff and students. Whether it is a fresh fantasy adventure, a gripping nonfiction title or the newest young adult novel, we work hard to help every reader find something they will enjoy.

Supporting Teacher Professional Learning: We are also lighting the way for staff by ensuring our digital access to teacher journals is current, reliable and easy to use. We share these resources across school networks so that teachers can stay informed, inspired and connected to current practice.

Library Lessons for Years 5 to 8: Our library lessons support student interest and reading engagement. These sessions are planned to build student efficacy in navigating their own reading journey.

Information Literacy for Years 7 and 8: I collaborated with classroom teachers to deliver information literacy instruction that is authentic and practical. Students are learning to locate information, evaluate sources and use material ethically, which helps prepare them for success in school and beyond.

Lighting the Way for Equity and Inclusivity

Lunar New Year Activities: From this week we will offer Lunar New Year activities during language classes and at lunchtime. These activities build cultural understanding and celebrate the rich diversity of our school community so that every student feels valued and represented.

The Happy Book Dragon: Our library is also home to its resident happy book dragon (aka ME) who lives and breathes book trivia and reading joy. Sometimes lighting the way simply means sharing enthusiasm and creating a space where curiosity thrives.

Lighting the way together

Queensland School Library Week is a reminder of the powerful role a school library plays in the life of a community. From nurturing readers to supporting staff and celebrating cultural diversity, our library is proud to be a guiding light in our school.

Here is to a bright and book filled week and to the many ways libraries continue to light the way every day.

School libraries and the beginning of the academic year

The beginning of each academic year presents both opportunity and challenge. It is a time characterised by optimism, renewed energy, and a shared commitment to supporting student learning and wellbeing. However, it is also a period marked by competing priorities, operational demands, and the rapid transition from planning to implementation.

As is often the case, the intensity of Staff Week and the early weeks of Term 1 meant that dedicated time for strategic reflection was limited. I discovered that in between the mandatory tutorials, staff meetings, faculty meetings and wellbeing sessions, I didn’t quite get the time to organise and articulate my own vision for the 2026 academic year. Rather than viewing this as a setback, it has prompted a more deliberate and considered approach to articulating a clear library vision and set of priorities for 2026 — grounded in the school’s strategic direction and responsive to the evolving needs of the community.

As the school’s sole Teacher Librarian, I am tasked with organisation, development and delivery of the school’s library programs and services. This role requires the library to function not simply as a resource hub, but as a key driver of teaching and learning, student engagement, and inclusive practice.

The foundation for any of the school’s library programs and services is the school’s 2024–2026 Strategic Plan, supported by the school’s mission and vision, and further informed by the Edmund Rice Education Australia (EREA) Touchstones, particularly Liberating Education and Inclusive Community. These frameworks provide both direction and accountability, ensuring that library initiatives meaningfully contribute to whole‑school priorities.

Strategic Priority 1: Curriculum and Teaching & Learning Support

The primary purpose of the school library is to support curriculum delivery and enhance student learning outcomes. In alignment with the school’s strategic priorities, the library’s focus in 2026 will be on strengthening practice within the middle years, where targeted intervention and skill development have the greatest long‑term impact. Key curriculum‑aligned priorities include:

Strengthening literacy development through collaborative, resource‑based learning approaches across faculties, in particular science and religious education.
Designing and implementing a structured information literacy program that explicitly teaches research skills, critical thinking, and ethical information use.
Supporting inclusive curriculum delivery by ensuring access to high‑quality resources in a range of formats and modalities to meet the diverse learning needs of students.

Through purposeful collaboration with teaching staff, the library will act as both a partner in curriculum design and a facilitator of inquiry‑based learning experiences.

Strategic Priority 2: Community, Wellbeing, and Culture

While curriculum support remains central, the library also plays a vital role in fostering student wellbeing, belonging, and engagement. A contemporary school library must function as a flexible, inclusive space that supports both academic and social development. In essence, for research, reading and recreation. In 2026, community‑focused priorities include:

Maintaining a welcoming and inclusive library environment for staff and students.
Strengthening a whole‑school culture of reading, with an emphasis on reading for pleasure and student choice.
Collaborating strategically with the Diverse Learning and Pastoral Teams to support students with complex social, emotional, and learning needs.

By intentionally balancing structure with flexibility, the library will continue to support student wellbeing while reinforcing positive engagement with learning.

Strategic Priority 3: Professional Relationships and Capacity Building

The effectiveness of the library is directly linked to the strength of the relationships that underpin its operation. In 2026, a key professional focus will be the continued development of strong, purposeful connections with:

Teaching staff
Students
The wider school community

These relationships are central to successful collaboration, responsive service delivery, and the library’s role as an embedded component of the school’s learning culture.

Now that I have a framework, I can now focus on building programs that meet these goals.

How do you plan your year’s library programs?